| Part IB |
Borrowed in combination by students from the Faculty of English as Paper 10Q
J.8A: Modern and Contemporary Japanese Literature (Dr Young, Michaelmas Term)
This paper is a survey of modern Japanese literature. By reading a wide selection of primary sources in English translation, students will learn about authors, genres, texts, and themes that populate Japanese literary culture.
This syllabus presents an opportunity for students to read a fascinating range of canonical and lesser-studied works of Japanese literature in English translation. It follows a chronological order, from the advent of the ‘modern novel’ in the Meiji era to very contemporary texts. The close reading of primary sources will be complemented by secondary readings and lectures that help to familiarize students with the historical, cultural, and thematic context of the selected texts.
Form and Conduct
The assessment consists of one research essay grounded in analysis of a literary text (or choice of texts) to be submitted by the first day (Thursday) of Lent Term. The maximum word limit for the essay is 2500 words, including footnotes and excluding references. One electronic copy (pdf) of the essay is to be submitted to the Programmes Administrator in the Faculty Office. * The convenors reserve the right to alter specific assessment requirements for students from other faculties taking this paper.
J8B: Pre-modern and Early Modern Japanese Literature (Professor Moretti, Lent Term)
This paper is a survey of premodern and early modern Japanese literature. By reading a wide selection of primary sources in English translation, students will learn about authors, genres, texts, and themes that populate premodern and early modern Japanese literary culture.
This paper presents an opportunity for students to read a fascinating range of canonical and lesser-studied works of Japanese literature in English translation. It follows a chronological order, covering premodern literature from its origins to the mid-19th century. The close reading of primary sources will be complemented by secondary readings and lectures that help to familiarize students with the historical and cultural context of the selected texts.
The syllabus and all the readings are available at the beginning of Michaelmas Term (although the paper is taught in Lent Term).
Form and Conduct
The assessment consists of one research essay grounded in analysis of a literary text (or choice of texts) to be submitted by the first day (Thursday) of Easter Term. The maximum word limit for the essay is 2500 words, including footnotes and excluding references. One electronic copy (pdf) of the essay is to be submitted to the Programmes Administrator in the Faculty Office. * The convenors reserve the right to alter specific assessment requirements for students from other faculties taking this paper.
In both J8A and J8B our aims are as follows:
1) Gain insight into the chronological development of modern Japanese literature based on selected key Japanese literary works (in English translation) from within and beyond the canon.
2) Learn to read and situate these literary works within the historical, social, political, and cultural contexts that inform them.
3) Learn to analyse literary works critically by drawing on relevant concepts and theories.
4) Challenge the canon by paying attention to celebrated works as well as texts that challenge the dominant perceptions of specific writers, periods, genres, etc. You are encouraged to reflect upon a) how and why a literary canon is fixed in a certain way and b) how close analysis might equip us to affirm, challenge and deconstruct that canon in meaningful ways.
5) Challenge received views of what is literature and what makes texts “literary”.
6) Explore Japanese literature not from a Eurocentric point of view.
7) Develop communication skills through in-class discussions and presentations. The benefits of seminars include: a) providing a non-judgmental space in which to test out/ rehearse tentative ideas; b) being interactive, dialogic, and therefore a lot of fun!; c) encouraging students to work collaboratively in assembling thoughts and receiving immediate feedback; and d) helping students to develop valuable transferable skills such as critical discussion and public speaking.
8) Cultivate good writing and research skills by preparing for timed essays under exam conditions as well as providing training for developing longer essays on texts and topics of your choosing.
This description is subject to change, for the latest information, students should consult the Undergraduate Handbook available on the Faculty Intranet.